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Student age is a sensory age for the formation of world outlook and life goals, realisation of responsibility for one's life. The search for answers to these questions contributes not only to the formation of an adequate assessment of reality, understanding and awareness of the meaning of life, but also to the formation of constructive ways of solving life problems, the formation of their own special strategies of behaviour. The aim of the work is to establish the correlation between meaning-life orientations and coping strategies of female students of different age groups. The study was conducted on a sample of female students of Tolstoy State Pedagogical University (n=69) aged from 18 to 24 years, studying at different courses of bachelor's and master's degrees. As diagnostic tools we used the D. Leontiev's SZHO test and the questionnaire ‘Ways of coping behaviour’ (WSQ) by R. Lazarus. Correlation analysis showed strong direct correlations between the goals, process and performance of life, the general indicator of life meaningfulness and planning strategy. Strong inverse correlations were found between the index of life performance and the strategies of distancing and escape/avoidance. The study showed that the values of life meaningfulness of female students are higher the older in age the respondents are. Meaning-life orientations influence the choice of coping strategies: for respondents in the age group (≤21) avoidance-type coping strategies, i.e. unproductive strategies, are more characteristic, whereas for subjects in the age group (≥22) problemoriented coping is the most typical. [ABSTRACT FROM AUTHOR]

The urgency of the problem under investigation is determined by the interest of psychological science in the phenomenon of self-consciousness. At the present stage the necessity of reflecting the problem of self-consciousness within the framework of specific professional activity is especially clearly recognized. This problem is of special importance in connection with the fact that modern society needs a special type of personality − a person who not only adapts to the existing reality, but strives for success, showing activity, initiative and responsibility in his professional activities. The article substantiates the urgency of the problem of the development of professional self-consciousness of students-psychologists, the theoretical analysis of the basic approaches to the concept of "professional self-consciousness" is presented. The author presents the results of an experimental study of the level of the formation of professional self-consciousness of students-psychologists studying at the fourth (final) course. The effectiveness of training technology in the development of professional self-consciousness of students-psychologists as a pledge of their success in the future professional activity is considered. The materials of the article can be used by teachers of practical psychology in the process of training psychologists at the university in order to improve the quality of professionalization and the level of professional self-consciousness of students in the learning process. [ABSTRACT FROM AUTHOR]

Student age is sensitive for the formation of a worldview and life goals, awareness of responsibility for one's life. The search for answers to these questions contributes to the formation of an adequate assessment of reality, understanding and awareness of the meaning of life. The purpose of the article is to determine the features of meaningful life orientations among female students of different ages. The study was conducted on a sample of female students (n=69) aged 18 to 24 years. Leontiev's SJO test was used as diagnostic tools. The primary data of the study were processed using the methods of mathematical statistics. The study showed that the structural components of meaningful life orientations in different age groups have different levels of severity. The research materials can be used in the work of the psychological service of an educational organization in order to develop the value-semantic sphere of modern youth. [ABSTRACT FROM AUTHOR]

Hardiness is one of the qualities that allow students to adequately respond to changes and develop, i.e. to be more effective in modern conditions of learning in higher education. The purpose of the study is to test and substantiate the connection between resilience and maladaptive schemas in students of different ages. Studying of the correlation between resilience and maladaptive schemas among students of different ages has been conducted on a sample of Tula State Lev Tolstoy Pedagogical University students, aged 18 to 24, in the number of 67 people. As diagnostic material, the study uses Maddi's Hardiness Survey; Young Schema Questionnaire "YSQ-S3R". Methods of mathematical statistics include Pearson correlation coefficient (PCC); principal component analysis (PCA). Correlation analysis has revealed the presence of strong inverse correlations between the resilience with maladaptive schemas "Vulnerability to Harm or Illness" and "Mistrust", "Subjugation", "Failure", "Unrelenting Standards", "Dependence/Incompetence" and "Defectiveness". The studying has shown that hardiness is a dynamic process caused by the age-psychological characteristics of an individual. This is evidenced by differences in the structure of hardiness in different age groups, as well as an increase in the level of hardiness from youth to youth. Understanding the detailed content of the process of becoming hardiness contributes to the purposefulness of developmental and psychoprophylactic work. [ABSTRACT FROM AUTHOR]

The results of an ascertaining experiment conducted among students during the period of restrictive measures in May-June 2020 are presented, the sample consisted of 55 students, age - 19-22 years. The aim of the study was to study the existence of a connection between the mental states of students and forced restrictive measures, including those related to studies, to assess the potential risk for the psychological well-being of students. As a hypothesis, it was suggested that the situation of forced self-isolation is an additional factor causing a decrease in the mental activity of a person, which contributes to the manifestation of neurotic reactions and provokes a feeling of loneliness. The study was conducted online, the control group was not formed. As a result of statistical data processing using the rPearson correlation coefficient, a direct negative relationship was revealed between the experience of loneliness (forced self-isolation) and a decrease in mental activation and interest of students, as well as a direct positive relationship with states of anxiety, frustration and obsessive states on the eve of the session. The research results can be used to develop programs for psycho-correction and psychological and pedagogical support of students who are forced to be in restrictive conditions due to prolonged illness, special health opportunities, extreme situations and, finally, the transition to distance education. [ABSTRACT FROM AUTHOR]

The article is devoted to the consideration of the problem of labor values and attitudes of students. The results of a study conducted among 1st and 4th year students aged 18 to 23 (n=112), majoring in Psychological and Pedagogical Education. These are young people just starting their professional training (the 1st and 2nd years) and having some work experience gained during their studies in the course of practical training (the 3rd and 4th years). Students were offered a survey with a ranking of “Opportunities and Values of Work Activities” contained two blocks. The first block included statements evaluating the rank of potential employment opportunities, the second block included statements requiring ranking by the values of labor activity. The study showed that work for modern students is the sphere of fulfillment of professional and personal interests, application of their knowledge and skills, which allows them to make a good living and live a full life. Article materials may be of interest to practical psychologists, as well as teachers of organizational psychology. [ABSTRACT FROM AUTHOR]